CURRICULUM HANDBOOK 2021 - Year 7
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CURRICULUM HANDBOOK
Year 7
2021
Everton Park State High School
Street Address: 668 Stafford Road
Everton Park QLD 4053
Phone: 07 3354 0222
Student Absence Line: 07 3354 0222 (option 1)
Fax: 07 3354 0200
School email address: admin@evertonparkshs.eq.edu.au
Website: www.evertonparkshs.eq.edu.au
Office hours: 8.15am – 3.30pm
Hours of instruction: 9.00am – 3.00pm
Disclaimer: The information in this handbook is subject to change without notice due to human physical resource allocations.
2|Page
Everton Park State High School
Table of Contents
Principal’s Introduction Page 4
Australian Curriculum Year 7-10 Page 5
Homework Page 6
Interschool Sport Page 7
BYOX –Laptop requirements Page 8
Subject continuity at Everton Park State High School Page 9
Year 7 Curriculum Page 10
Year 7 Subject Information Page 11-21
3|Page
Everton Park State High School
To Students, Parents and Carers
Welcome to Everton Park State High School. We aim to provide a curriculum and educational
program designed to develop a love of learning and an interest across a range of subjects.
The Year 7-10 Curriculum Handbook outlines the quality curriculum offered through the
Junior Secondary School. The guidelines for topics and assessment are consistent with the
Australian Curriculum.
Our very committed and dedicated teachers provide all students with a supportive learning
environment linked to high expectations to ensure all students achieve their very best.
We value the partnerships with parents and families as we educate our students. Please
contact any member of the school staff to discuss the curriculum programs and the progress
of your student.
Regards
Sue Wallace
Principal
Head of Year
Marieta Townsend
Head of Year 7
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Everton Park State High School Australian Curriculum Year 7 - 10 Students in the Junior Secondary years of schooling achieve success when two key areas come together: Quality Teaching Student Wellbeing Junior Secondary Philosophy Junior Secondary at Everton Park State High School fosters the development of responsible, thoughtful and socially just young people for life in a technological and global society. Our dynamic, contemporary and futures oriented environment will challenge students to collaboratively and independently explore and create, to make decisions and to actively participate in and be accountable for their learning. Distinct Identity Students are supported to develop their own group identity within the broader school community, and to have a strong sense of belonging through ownership of their school and their learning. Students achieve their individual potential, incorporating the school values of Being Responsible, Being Respectful and Being Your Best. Quality Teaching The learning and achievement of Junior Secondary students is supported by highly skilled teachers with excellent knowledge and practice in quality teaching and a breadth of curriculum experiences appropriate for this age group. Leadership Leadership opportunities for staff and students are delivered through strong school leadership and a focus on support for Junior Secondary students. Student Wellbeing Student wellbeing builds a foundation of success by embedding social and personal competencies across all facets of school life; incorporating a healthy lifestyle of good nutrition and exercise. The Heads of Year are supported by Home Group teachers and members of Administration and will work with class teachers, Heads of Departments, parents and families to monitor students’ progress and wellbeing. Connecting to our Community A strong partnership between the school and the community is built upon our core values. There are a range of opportunities for parents and community to work with the school to extend students learning. Local Decision Making Local school communities through the P & C Association or School Council will influence the shape of the Junior Secondary experience. 5|Page
Everton Park State High School
Homework
Students need to complete a minimum of one to two hours homework every night. It is best to have
a regular routine of time.
Homework consists of:
Written homework set by the teacher
Learning work for tests etc.
Revision of work done in the day
Assignments etc.
Students should be studying actively by using pen and paper, not just reading over things. It is useful
to check what they have learnt by getting someone to test them with some questions. If students are
unable to understand a topic after they have studied it, they can seek the help of the teacher. Later
learning may depend on the understanding of the topic.
There is never NO HOMEWORK. If there is no written homework then the time should be spent on
learning and revision. A STUDY/RECREATION PLANNER like the one below can be useful in organising
time.
Time Monday Tuesday Wednesday Thursday Friday
4.00pm
4.30pm
5.00pm
5.30pm
6.00pm
6.30pm
7.00pm
7.30pm
8.00pm
8.30pm
9.00pm
6|PageEverton Park State High School
Interschool Sport
Students participate in a structured Interschool sport program that provides them with the
opportunity to play in competitions which are played between schools. The program is designed to
enhance the physical activity component of the health and wellbeing curriculum program and reflects
the school and local community's needs and opportunities.
For students that do not nominate to trial for an Interschool sport team, a recreational program is
offered including sports such as Touch, Rugby League, Basketball, Netball, Table Tennis and other
fitness activities.
Everton Park Sport Program
Everton Park SHS is an affiliate member of the North-West District Secondary School Sport (NWDSSS)
and, as a result, all students have opportunities to gain selection in a range of Queensland School
Sports through selection in Metropolitan North and then subsequent State and National pathways.
Apart from individual opportunities, all students are encouraged to engage in physical activity through
a range of pathways including personal exercise programs, school sports carnivals and regular
Interschool Sport for Years 7-9 students.
Personal Fitness
Fitness is a priority at the school and all students studying Physical Education are fitness tested and
encouraged to access gym facility to improve fitness. This focus is made due to the numerous benefits
of engaging in regular physical activity. The benefits derived include those relating not only to students
physical health but more importantly the social, intellectual and emotional benefits. At the end of the
year students are retested to gauge personal improvements.
School Sport Carnivals
The three major carnivals at school include Swimming, Cross Country, and Athletics. All students are
encouraged to compete and participate in a ‘personal best’ culture and an atmosphere where getting
involved and belonging are promoted. For all carnivals the school uses a unique standards base point
system where the points received by competitors, and subsequently the house, are based on the
standard of the performance rather than the position they ranked in the event. This adjustment to
scoring assists in creating a personal best mind set which facilitates in creating quality competition. All
students are allocated to “houses” for school carnivals and intra-school activities. These houses
include:
RUSH House (Purple) in honour of Geoffrey Rush, internationally acclaimed actor.
MARTIN House (Green and Gold) in honour of Michelle and Rodney Martin, World Squash
Champions.
KEMP House (Red) in honour of Mr William Leslie (Les) Kemp, the founding Principal of Everton
Park State High School
Achievements at school carnivals qualify students for selection in regional, state, and national
competition.
Interschool Sport (Year 7-9)
Everton Park SHS competes in Wednesday afternoon sport for Years 7 and 8 and Thursday afternoon
sport for Year 9. There are numerous sporting opportunities available for students to compete against
the other high schools in the NWDSSS. Students who are not selected for the interschool sporting
teams are involved in an intra-school sport program at school.
7|PageEverton Park State High School
BYOX – Laptop requirements
At Everton Park State High School, we require your student to own and routinely bring to school a
suitable laptop that will assist their engagement with curriculum and assessment across all learning
areas in the school.
Throughout their studies, students need to develop Information and Communication Technology
(ICT) capability as they learn to use ICT effectively and appropriately to access, create and
communicate information and ideas, solve problems and work collaboratively in all learning areas at
school and in their lives beyond school. ICT capability involves students learning to make the most of
the digital technologies available to them, adapting to new ways of doing things as technologies
evolve and limiting the risks to themselves and others in a digital environment.
LAPTOP MINIMUM SPECIFICATIONS
Operating System Windows 10
Processor Intel Core i5 (or AMD equivalent), 64-bit capable
Installed Memory (RAM) 4GB Memory (8GB preferred)
HDD 128GB or 250 GB HDD SATA
Wi-Fi Built-in wi-fi supporting at least "N" (AC compatible preferred)
LAN LAN port or USB LAN adaptor (highly recommended)
Screen (Recommended) 15"+
Battery Life 6-8 hours
External Port USB, Audio Out
Suggested Accessories Mouse
Protective case/cover
Earphones/headphones
Please note Microsoft Office 365 is supplied FREE and can be downloaded with a student’s EPSHS
logon.
8|PageSENIOR CURRICULUM
Subject Continuity at Everton Park State High School
Learning Areas Year 7 Year 8 Year 9 Year 10 Year 11 & 12
General Subject Applied Subject /
English English English English English (leading to ATAR) Vocational Subject
General English Essential English
General Essential Mathematics
Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics
Mathematical
Methods
Biology
Science Science Science Science Science Chemistry
Physics
History History History History
Humanities and Social Geography Geography Geography Geography Modern History Business Studies
Sciences Economics and Business Economics and Business Economics and Business Economics and Business Geography
Civics and Citizenship Civics and Citizenship
Visual Art Visual Art Visual Art Visual Art Visual Art Visual Arts in Practice
The Arts Music Music Music Music Music Music in Practice
Drama Drama Drama Drama Drama Drama in Practice
Dance Dance
Health and Physical Education Health & Physical Education Health & Physical Education Health & Physical Education Health & Physical Education Physical Sport and Recreation
Extension Health and Physical Extension Health and Physical Education
Education Education
Health
Languages Spanish Spanish Spanish Spanish
Digital Technologies Digital Technologies Digital Technologies Digital Technologies Hospitality Practices
Technologies Food and Fibre Food and Fibre Food and Fibre Food and Fibre Furnishing Skills
STEM STEM STEM STEM
Industrial Technology and Design Industrial Technology and Design Industrial Technology and Design Industrial Technology and Design Industrial Graphics
Skills
Everton Park Leadership and
Futures (ELF) Program ELF ELF ELF ELF ELF (not GA) ELF (not GA)Everton Park State High School
Year 7 Curriculum
Learning Area Year 7 Subjects Subject allocation Time
English English 3 x 70 minute lessons per All year
week
Mathematics Mathematics 3 x 70 minute lessons per All year
week
Science Science 3 x 70 minute lessons per All year
week
Humanities and Social History, Geography, Civics and 3 x 70 minute lessons per All year
Sciences Citizenship, Economics and week
Business
ELF Everton Park Leadership and 1 x 35 minute lesson per All year
Assembly Futures Program week
School Assembly – 35
minutes per week
Health and Physical Health and Physical Education 2 x 70 minute lessons per 1 Semester
Education week
Languages Spanish 2 x 70 minute lessons per 1 per term
week
The Arts Drama
Music
Visual Art
Dance 2 x 70 minute lessons per 1 per term
Technologies Food and Fibre week
STEM
Industrial Technology and Design
Digital Technologies
Sport Interschool Sport or 1 x 70 minute lesson per All year
Intraschool Sport week
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English
BRIEF DESCRIPTION OF SUBJECT
English is central to the learning and development of all young Australians. The Australian Curriculum:
English helps students engage imaginatively and critically with literature to expand the scope of their
experience. At Everton Park State High School, students engage with a variety of texts from different
cultures. Texts types studied include: media, digital film & texts, novels, poetry and song. Importantly, they
learn how to engage with issues presented and express their thoughts about them.
AIMS
In Junior Secondary English, students are encouraged to become confident communicators, imaginative
thinkers and informed citizens. They learn to analyse, understand, communicate with, and build relationships
with others, and with the world around them. The subject helps young people develop the knowledge and
skills needed for education, training, and the workplace.
Literary and non-literary texts build on the experiences of primary school by incorporating challenging and
unpredictable sequences, themes, and issues. Text structures become more complex – including chapters,
headings and subheadings, indexes, and glossaries. Language features include successive complex sentences,
with embedded clauses and phrases; unfamiliar, technical vocabulary; figurative and rhetorical language; and
information supported by in visuals.
COURSE OUTLINE
In English, students undertake four key units in Year 7:
Life Writing
Students explore a range of autobiographical and biographical texts to understand the conventions of life
writing. Throughout the unit, they identify narrative structures of texts and the language features used to
imaginatively recreate a significant life event.
Playing with Persuasion
Students read, view and listen to how language is used to entertain, evoke thoughts, and persuade from
different historical, social and cultural contexts and understand how text structures and language features
to influence audiences. They study a play and a range of media as the ‘springboard’ texts
Australian Literature
Students read a piece of historical fiction text set in Australia of texts that create representations of the
different cultural, social, and historical groups here.
Poetry & Song
Students listen to and read a variety of poems and songs that put forward different perspectives on a variety
of issues. Students read and interpret a variety of poems and analyse the text structure and language devices
used in each poem to create meaning.
ASSESSMENT
The three assessable elements in English:
Knowledge and Understanding
Comprehending Texts (Receptive)
Creating Texts (Productive)
Across Year 7, students will have opportunities in creating a range of imaginative, informative, and persuasive
types of texts. These include narratives, speeches, discussions, literary analyses, transformations of texts,
and reviews. They complete six summative pieces of assessment across the year – two writing, two speaking,
and two reading.
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Mathematics
BRIEF DESCRIPTION OF SUBJECT
Mathematics is a unique and powerful way of viewing the world to investigate patterns, order, generality and
uncertainty. Mathematics helps people make meaning of their life experiences through the use of universally true
abstractions and, at the same time, to apply these abstract concepts to interpret new situations in the real world.
Mathematics is an integral part of a general education. It can enhance understanding of our world and the quality
of our participation in a rapidly changing society. Mathematics pervades so many aspects of daily life that a sound
knowledge is essential for informed citizenship. Through enhanced understanding of mathematics, people can
become better informed economically, socially and politically in an increasingly mathematically oriented society.
AIMS
By the end of Year 7, students will develop mathematical skills in;
Understanding which includes describing patterns in uses of indices with whole numbers,
recognising equivalences between fractions, decimals, percentages and ratios, plotting points on the
Cartesian plane, identifying angles formed by a transversal crossing a pair of lines, and connecting the
laws and properties of numbers to algebraic terms and expressions.
Fluency which includes calculating accurately with integers, representing fractions and decimals in various
ways, investigating best buys, finding measures of central tendency and calculating areas of shapes and
volumes of prisms.
Problem Solving which includes formulating and solving authentic problems using numbers and
measurements, working with transformations and identifying symmetry, calculating angles and
interpreting sets of data collected through chance experiments.
Reasoning which includes applying the number laws to calculations, applying known geometric facts to
draw conclusions about shapes, applying an understanding of ratio and interpreting data displays
COURSE OUTLINE
Mathematics has three content strands: number and algebra, measurement and geometry, and statistics and
probability. These content strands are taught across eight five week units.
Unit 1&2 Number
Ratios, percentages, fractions, money
Students will revise calculations with decimals, fractions and ratios. Additionally, students will enhance their
understanding of financial mathematics, including discounts, profit and loss
Unit 3&4 Measurement and Geometry & Index notation
Students will calculate measurements, which includes calculating the perimeter and area of common geometric
shapes. Students will investigate the properties of perpendicular and parallel lines.
Unit 5&6 Probability & Statistics
Chance, sample space, data displays, comparing data
Students will investigate probability, determining sample space and experimental probability. Students will
develop skills in displaying, investigating and comparing data.
Unit 7&8 Algebra
Inverse operations, Cartesian plane, linear equations, symmetry, reflections and transformations
Students investigate solving problems by inverse operations substitution and apply mathematic laws. They will
learn how Cartesian planes can be used and how to plot linear functions.
ASSESSMENT
Students provide evidence of their learning and development through generally one assignment and two end of
Term tests per semester.
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Science
BRIEF DESCRIPTION OF SUBJECT
Science provides an empirical way of answering interesting and important questions about the biological,
physical and technological world. The knowledge it produces has proved to be a reliable basis for action in
our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour
arising from our desire to make sense of our world through exploring the unknown, investigating universal
mysteries, making predictions and solving problems. Science aims to understand a large number of
observations in terms of a much smaller number of broad principles.
Science at Everton Park State High provides opportunities for students to develop an understanding of
important science concepts and processes, the practices used to develop scientific knowledge, of science's
contribution to our culture and society, and its applications in our lives. Our curriculum supports students to
develop the scientific knowledge, understandings and skills to make informed decisions about local, national
and global issues and to participate, if they so wish, in science-related careers.
AIM
This course aims to provide students with a solid foundation of scientific knowledge, understanding, skills
and values. It fosters an interest in science and a curiosity and willingness to speculate about and explore the
world.
COURSE OUTLINE
Each term will focus on a different aspect of Science: Biological, Chemical, Physical, and Earth and Space
Science.
Biological sciences
Students classify organisms based on their physical characteristics. They apply scientific conventions to
construct and use dichotomous keys to assist and describe classification. Students will investigate how a
range of environmental changes and human activities can impact food webs in different ecosystems.
Chemical sciences
Students will consider the importance of water and the water cycle. They distinguish between mixtures,
including solutions, and pure substances. Students compare a range of separation techniques and assess
which techniques can be used for specific purposes students will also consider the importance of sustainable,
clean water in the community.
Earth sciences explore different types of rocks and the minerals of which they are composed. The
students compare the different processes and timescales involved in their formation as part of the
rock cycle. Students also learn how useful materials are sourced from minerals and rocks found in
the Earth’s crust.
Physical sciences Students build on their knowledge of how forces affect motion. They develop
understandings of balanced and unbalanced forces and apply these to predict and justify conclusions
about changes in motion.
ASSESSMENT
Students provide evidence of their learning and development through:
tests
investigations
written reports
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Humanities and Social Sciences
BRIEF DESCRIPTION OF SUBJECT
The humanities and social sciences are the study of human behaviour and interaction in social, cultural,
environmental, economic and political contexts. The humanities and social sciences have a historical and
contemporary focus, from personal to global contexts, and consider challenges for the future. In the
Australian Curriculum, the Humanities and Social Sciences learning area includes a study of History,
Geography, Civics and Citizenship and Economics and Business. The subject provides a broad understanding
of the world in which we live, and how people can participate as active and informed citizens with high-level
skills needed for the 21st century.
AIMS
Through studying Humanities and Social Sciences, students will develop the ability to question, think critically,
solve problems, communicate effectively, make decisions and adapt to change. Thinking about and
responding to issues requires an understanding of the key historical, geographical, political, economic and
societal factors involved, and how these different factors interrelate.
COURSE OUTLINE
History: The content in the history sub-strand provides opportunities for students to develop
historical understanding through key concepts including evidence, continuity and change, cause and
effect, perspectives, empathy, significance and contestability. Students are introduced to an
expansive chronology since ancient times to understand broad patterns of historical change.
Geography: The content in the geography sub-strand provides opportunities to develop students’
understanding of place, space, environment, interconnection, sustainability and change. The
curriculum in Year 7 focuses on understandings about water as a natural resource and the livability
of places.
Civics and Citizenship: The content in the civics and citizenship sub-strand provides opportunities
for students to develop understanding about government and democracy, laws and citizens and
citizenship, diversity and identity.
Business & Economics: The content in the economics and business sub-strand develops key ideas,
with a focus on developing an understanding of the relationship between consumers, producers and
businesses. Students explore the world of work and income, and examine the relationship between
entrepreneurial behaviour and successful business.
ASSESSMENT
Students are assessed on two interrelated criteria: knowledge and understanding, and inquiry and skills.
Within these strands, students will complete assignments and exams requiring them to demonstrate skills of
questioning, research, analysis, evaluation, reflection and communication.
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Technologies
BRIEF DESCRIPTION OF SUBJECT
Technologies ensures that all students benefit from learning about and working with traditional,
contemporary and emerging technologies that shape the world in which we live. By applying their
knowledge and practical skills and processes when using technologies and other resources to create
innovative solutions, independently and collaboratively, they develop knowledge, understanding and skills
to respond creatively to current and future needs.
AIMS
At Everton Park State High School, the Year 7 Technology course aims to develop the knowledge,
understanding and skills to ensure that, individually and collaboratively, students:
investigate, design, plan, manage, create and evaluate solutions
are creative, innovative and enterprising when using traditional, contemporary and emerging
technologies, and understand how technologies have developed over time
make informed and ethical decisions about the role, impact and use of technologies in the economy,
environment and society for a sustainable future
engage confidently with and responsibly select and manipulate appropriate technologies − materials,
data, systems, components, tools and equipment − when designing and creating solutions
critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.
COURSE OUTLINE
Technologies describes two distinct but related subjects:
Design and Technologies, in which students use design thinking and technologies to generate and
produce designed solutions for authentic needs and opportunities
Digital Technologies, in which students use computational thinking and information systems to
define, design and implement digital solutions.
Students will have had the opportunity to create designed solutions at least once in the following four
Technologies contexts: Food and Fibre, STEM, Industrial Technology and Design, and Digital Technologies.
UNITS OF STUDY
Food and Fibre - In this unit, students are introduced to Food Technology focusing on hygiene and
safety, food preparation and knife skills. Students design a hygiene/safety poster for the kitchen.
STEM - In this unit, students study the engineering principles of bridge construction and will use their
creativity to design a bridge to span a gap of 35cm using paddle pop sticks. Students will develop an
understanding of the elements and principles of design.
Digital Technologies - In this unit, students receive an introduction to coding with Python. Students
will work through a range of projects including simple games, drawing applications and short task oriented
sets of code. The unit focuses on building basic skills within the Python coding platform including coding
accuracy, proofreading and editing. The course also examines students’ digital literacy at several levels as
well as engagement with social media.
Industrial Technology and Design - In this unit, students learn fundamental 2D and 3D drawing
techniques through sketching and computer aided design (CAD). In addition, students will develop
knowledge and skill in the safe use of various materials and manufacturing techniques through the design
and manufacture of a skill toy.
ASSESSMENT: Students provide evidence of their learning and development through design portfolios,
projects and written reports.
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Health and Physical Education
BRIEF DESCRIPTION OF SUBJECT
Health and Physical Education provides opportunities for students to adopt lifelong healthy, active living. The
knowledge, understanding and skills taught through Health and Physical Education provide a foundation for
students to enhance their own and others’ health and wellbeing in varied and changing contexts.
AIMS
Students develop the knowledge, skills, processes and dispositions to promote health and wellbeing, actively
engage in physical activity and enhance personal development. They recognise that capabilities in health,
movement and personal development can provide career opportunities and improve quality of life.
COURSE OUTLINE
Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies that
enable students to confidently and competently participate in a range of physical activities. Movement is a
powerful medium for learning through which students can acquire and practise a range of personal,
interpersonal, behavioural, social and cognitive skills. Students gain expertise in movement skills, physical
activities and physical fitness concepts as a foundation for lifelong physical activity participation and an
appreciation of the significance of physical activity and sport in Australian society and globally.
UNITS OF STUDY
Personal, social and community health Movement and physical activity
1. Approaching adolescence 1. Fitness
2. I can make good decisions 2. Invasion games
3. Generations 3. Modified games
4. Track & Field
5. Striking Sports
6. Net and Court Sports
ASSESSMENT
Students provide evidence of their learning and development through:
Practical Demonstrations
Research Assessment – Reports, PowerPoints
Exams
NOTE: The school hat and full sports uniform is required for all HPE activities.
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The Arts
Drama
BRIEF DESCRIPTION OF SUBJECT
At Everton Park State high School, Drama has an important role to play in the personal and emotional
development of students. The skills and qualities developed, such as teamwork, creativity, leadership and
risk-taking are assets in all areas of life. Drama stimulates the imagination and allows students to explore
issues and experiences in a safe and supportive environment. The development of social and communication
skills are central to the learning process; the subject promotes self-esteem, builds confidence, and provides
all students with a sense of achievement.
AIMS
In Year 7, Drama introduces students to two key skills central to any effective theatre performance; voice
and movement. Students also develop:
knowledge and understanding in controlling, applying and analysing the elements, skills, processes,
forms, styles, and techniques of drama to engage audiences and create meaning;
a sense of curiosity, aesthetic knowledge, enjoyment, and achievement through exploring and
playing roles, and imagining situations, actions, and ideas as drama makers and audiences;
knowledge and understanding of traditional and contemporary drama as critical and active
participants and audiences.
COURSE OUTLINE
The unit Ritual Theatre explores how the human body (through movement, voice and facial expression) can
be used to represent emotion and tell a story. Students will be introduced to the dramatic elements of role,
relationship, movement, mood, and tension.
ASSESSMENT
The two assessable elements in Drama:
Making * Devising (e.g. creating scripts)
* Performing (scripted and student-devised)
Responding (analysing theatre performances and texts)
In year 7, students transform a First Nations’ text (play or picture book) into a performance for a live
audience. They will also analyse key dramatic elements and evaluate how these are used to create dramatic
meaning.
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Music
BRIEF DESCRIPTION OF SUBJECT
Music is the art of sound. It is a universal language that allows people to voice their creativity, expression,
knowledge, beliefs, and traditions. In Music, students listen to, compose and perform music from a diverse
range of styles, traditions, and contexts. They create, shape, and share sounds in time and space, and critically
analyse and evaluate the manipulation of music elements in repertoire. In their exploration of composition,
performance, and musicology, students examine the choices made by musicians and composers in the
creation of musical works.
AIMS
At Everton Park, classroom music provides opportunities for learners to grow as musicians, performers,
composers, and producers. Students develop:
the confidence to be creative, innovative, thoughtful, skillful and informed musicians
aesthetic knowledge and respect for music and music practices across global communities, cultures,
and musical traditions
an understanding of music as an aural art form as they acquire skills to become independent music
learners.
COURSE OUTLINE
Students engaging with the unit ‘Hit It’ will be introduced to the music elements duration, pitch, expressive
devices, structure, texture, and timbre, and will examine the impact of these music elements when creating
their own compositions and performances. They will learn basic technical and expressive skills on a range of
musical instruments including drum kit, keyboard, guitar, turntables, and Novation Launchpads. Through solo
and ensemble performance opportunities, students will explore performance techniques practiced by
experienced musicians. Students experiment with digital technologies, music sequencing software, and MIDI
instruments to develop and record musical works.
ASSESSMENT
The two assessable elements in Music:
Making * Devising (composing own work)
* Performing
Responding (analysing)
In year 7 Music, students will complete a Popular Music Collection of Work requiring them to compose,
perform, and analyse music repertoire. Assessing in these areas also allows a variety of experiences in music.
OTHER INFORMATION
Instrumental Music: Students who wish to engage in additional musical studies are also invited to enroll in
the Instrumental Music program. This program affords beginner to advanced-level music students the
opportunity to learn a woodwind, brass, percussion, or string instrument, and perform in a larger ensemble
such as a concert or stage band.
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Visual Art
BRIEF DESCRIPTION OF SUBJECT
Visual Arts includes the fields of art, craft, and design. Learning in (and through) these fields, students create
visual representations that communicate, challenge and express their and others’ ideas as artist and audience.
They learn about the role of the artist, craftsperson and designer, their contribution to society, and the
significance of the creative industries. As with the other art forms, the Visual Arts has the capacity to engage,
inspire, and enrich the lives of students, encouraging them to reach their creative and intellectual potential
by igniting informed, imaginative, and innovative thinking.
AIMS
Through the study of Visual Art, students:
extend their thinking, understanding, and use of perceptual and conceptual skills
continue to use and apply appropriate visual language and visual conventions with increasing
complexity
consider society and ethics, and economic, environmental, and social factors
exhibit their artworks individually or collaboratively, basing the selection on a concept or theme
develop an informed opinion about artworks based on their research of a range of artists
examine their culture, and develop a deeper understanding of their practices as an artist who holds
individual views about the world and global issues
acknowledge that artists and audiences hold different views about selected artworks, given
contexts of time and place, and established ideologies
COURSE OUTLINE
In the unit Strange Things, students are introduced to the elements of Art through exposure to a range of 2-
dimensional art styles. When forming a body of work, they engage in the developmental process and produce
a written analysis and reflection to support their artistic choices.
ASSESSMENT
In Yr 7 Visual Art, students produce a folio of work, comprising the artwork, concept work and research, and
artist statement.
The assessable elements are:
Making
Responding (analysing)
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Dance
BRIEF DESCRIPTION OF SUBJECT
At Everton Park State High School, Dance has an important role to play in students’ personal and emotional
development. Through Dance, students learn that dance is expressive movement with purpose and form. In
this subject, they learn to represent, question, and celebrate human experience. They use the body as the
instrument and movement as the medium for personal, social, emotional, spiritual, and physical
communication.
AIMS
In Year 7, Dance introduces students to body awareness, and technical, and expressive skills. They learn to
use the body for purpose, communicating through movement confidently, creatively and intelligently. They
build on and refine their knowledge, understanding and skills through dance practices focusing on:
Body
- weight transfer - for example, lunge, leap, roll
- body part articulations - for example, isolation of body parts in combination with each other
- body awareness, body bases, body parts, body zones
Fundamental movement skills
- combining fundamental movements in increasingly complex ways
- considering conventions and vocabulary of selected dance styles and applying this knowledge
to developing movement vocabulary and dance techniques, for example, theatrical styles:
modern dance, jazz, street dance, musical theatre
Technical skills
- increasing technical competence in control, accuracy, alignment, strength, balance,
coordination, placement, flexibility, endurance and articulation
Expressive skills
- increasing confidence, clarity of movement and intention, projection, focus and musicality
COURSE OUTLINE
The unit Step Up will explore how the human body can convey meaning and purpose. Students will be
introduced to the elements of dance: space, time, dynamics, and relationships. They will build their
movement, technical, and expressive skills to create their own contemporary choreographed dance.
ASSESSMENT
The assessable elements are:
Making
Devising (composing own work)
Performing
Responding (analysing)
In Year 7, students will choreograph their own short performance using the fundamental moves and
techniques learned in class. They will also analyse key elements of dance and evaluate how these are used
to create meaning.
20 | P a g eEverton Park State High School Languages Spanish BRIEF DESCRIPTION OF SUBJECT Spanish is a global language spoken by approximately 500 million people across the world. The subject of Spanish focuses on developing students’ understanding of Spanish language and culture. The course is designed to provide students with opportunities to develop the skills needed to communicate in Spanish, build their vocabulary and understanding of grammatical structures, and to develop their repertoire of processing skills and strategies for acquiring and manipulating the verbal, non-verbal, and written features of the Spanish language. AIMS Students will develop a number of different skills which will expand their understanding of their native language, culture, and identity through engagement with Spanish language and culture. Students will explore alternative ways of experiencing, acting in and viewing the world, and understanding the importance of bilingualism in contemporary society. Unit 1: Bievenidos In this unit, students will explore the concept of self-identity and use language to communicate personal data in both English and Spanish. Students will start to develop basic vocabulary for greetings and conveying personal information and will use simple grammar to communicate ideas. Unit 2: La Familia Students will explore the concept of family and how it is unique across cultures. They will learn vocabulary related to family members and physical descriptions. Students will also develop their understanding of key grammatical elements to construct simple sentences. ASSESSMENT Students experience a variety of assessment, including reading and listening comprehension exams as well as written and spoken structures. 21 | P a g e
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